Search

The purpose of this article is to address various issues concerning multicultural interventions at a system level. Diversity is presented through a different conceptual approach and specific implications for school psychological practice are addressed. In this theoretical context an alternative model of school psychological services that was developed in the Greek educational system is presented and a primary intervention program is described as a paradigm of multicultural system/ community intervention. Finally, the components of a transnational approach to multicultural system/community interventions that provides the basic procedural guidelines to developing effective, culturally sensitive interventions in the school environment is proposed. [ABSTRACT FROM AUTHOR]

The purpose of this article is to link the goals and processes of the Future of School Psychology Conference with the development of the profession in another educational and cultural setting. More specifically, the problem-solving model used at the Futures Conference and the data-based model of alternative school psychological services implemented in the Greek schools are presented. The article also describes the process of integrating the two models in the Greek educational system. Common future perspectives and goals are explored at a cross-national level to promote a unifying perspective of collaboration for supporting children, families, and schools worldwide. [ABSTRACT FROM AUTHOR]

Abstract. The Invitational Conference on the Future of School Psychology held at Indiana University in Fall 2002 included a number of paper presentations and group discussions. Toward the end of the conference, four participants were asked to present their reactions, reflecting input from a practitioner, a graduate student in school psychology, a faculty member at a university program educating school psychologists in the United States, and a school psychologist/faculty member at a university from a different country (Greece). The purpose of this article is to share their combined perspectives of the future of school psychology. This article also includes their suggestions for the future direction of school psychology, and encourages all school psychologists to awaken to a change in the field. The article considers the educational and mental health needs of students, and offers a prospectus for the field including (a) data-supported services; (b) group-focused practices; (c) collaboration and partnerships with professionals, families, and schools; and (d) multicultural considerations. [ABSTRACT FROM AUTHOR]

The aim of this research is to explore specific dimensions of the school environment and related psychosocial adjustment of immigrant students. In particular, this study examines immigrant students' self-concept and their coping strategies in new school and cultural environments. The sample consisted of 246 elementary school students (fifth grade) from the region of Attica, Greece. The immigrant group consisted of 43 students from various national backgrounds. The control group consisted of 203 students born and raised in Greece. The following instruments were used in the study: (a) the Athens Coping Scale and (b) the Self Description Questionnaire (SDQ) (Marsh). Additionally, demographic and achievement data were obtained. Significant differences between the groups were found regarding several self-concept dimensions. Significant differences were also found with respect to several independent variables. Findings show the need for further consultation and support of immigrant students in school contexts. The study is part of an extensive project on cross-cultural education and psychological support of remigrant and immigrant students in Greek schools. The data will be discussed within the framework of proposed guidelines for school based consultation within the context of an alternative model for the provision of school psychological services in the Greek educational system. [ABSTRACT FROM AUTHOR]

The purpose of this national survey was to explore the general perceptions of Greek teachers (n = 1792) about bereaved children, and investigate the experiences of those who had a student who grieved over the death of a relative (n = 590, 33%) and those who had a class which grieved over the death of a classmate (n = 215, 12%). Findings suggest that most educators are perceptive of children's grief responses and changes in academic performance and behaviour. They consider their role significant in supporting bereaved students, but feel inadequately prepared and request specialized knowledge and skills. Educators who had a student who grieved over the death of a relative expressed considerable difficulty in openly discussing the loss with their student, yet described changes in their own and in the peers' attitudes towards the bereaved student. While the death of a family member was likely to be perceived as a private affair, the death of a student was experienced as a community loss that disrupted school life, and educators were more likely to discuss and engage in collective activities that commemorated the death of the child. [ABSTRACT FROM AUTHOR]

Presents a conceptual framework based on the integration of basic domains affecting school psychological science and professional practice. Scientist-practitioner approach in school psychology; Systematic perspective in assessment and intervention practices; Evolving role and functions of school psychologists; Application of the model to the Greek schools.